Connecting Reading and Writing Handbook

CONNECTING READING AND WRITING
FOR ELEMENTARY STUDENTS:
A Teacher Reference Guide for
Alignment with the Common Core State Standards
__________
By Michael V. Reisinger

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CONNECTING READING AND WRITING FOR ELEMENTARY STUDENTS:
TEACHING STRATEGIES FOR ALIGNING WITH THE COMMON CORE STATE STANDARDS
Copyright © 2016 by Michael V. Reisinger
All rights reserved. No part of this book may be reproduced or transmitted
in any form or by any means without written permission from the author.

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Table of Contents
Introduction
Chapter 1: The Reading and Writing Classroom
Chapter 2: Making Relevant Connections
Chapter 3: Writing about Literature
Chapter 4: Content Areas
Chapter 5: Specials Areas
Chapter 6: Struggling Readers and Writers
Chapter 7: English Language Learners
Chapter 8: Gifted or Advanced Students
Chapter 9: Extending with Projects and Homework
Conclusion
Appendices and Printables
References

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Introduction
This project is meant to address the need for elementary classroom teachers to connect reading
and writing, while aligning with the Common Core State Standards. Indeed, when writing regularly
across curriculum is increased, improved writers are the outcome (Fisher, D., Frey, N. 2007).
However, according to The Council of Chief State School Officers and the National Governors
Association (2010), the CCSS require teachers to extend their areas of expertise to include
argumentative and expository writing where texts, characters, themes, facts, events and concepts are
compared, synthesized and explained in detail (CCSSO and NGA, 2010). The format for this project
is an elementary teacher’s handbook of practical instructional strategies, activities, homework ideas
and projects. Sections will include suggestions for regular classroom instruction, content areas,
specials, struggling readers and writers, English Language Learners and advanced students. The
idea is to simplify the CCSS and the daunting task of combining reading and writing for busy
teachers. Because the focus of this project is on improving both the quality of teachers’ work in the
form of input and enhancement of students’ writing output, the project expresses the Jesuit theme of
magis. Similarly, men and women for and with others is demonstrated by equipping teachers with a
tool that enhances the learning for students of great need that might be struggling readers and writers
or English Language Learners (Regis University, 2016).

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Chapter One:
The Reading and Writing Classroom
Ultimately, every classroom within a school should be treated as a reading and writing area.
According to The Council of Chief State School Officers and the National Governors Association
(2010), students are expected to write routinely in order to communicate ideas about what they read
on a regular basis (CCSSO and NGA, 2010). This means that all content areas and grade levels
provide ample opportunities for students to express their learning through the process of writing.
The presence of rich literature is a cornerstone of any successful classroom library. With a wide
range of genres, exposure to a variety of texts is maximized. Because people all over the world read
a wide range of texts for an even wider range of purposes, Glasswell and Ford (2010) recommend
maintaining a variety of leveled texts, materials and genres. This could include brochures,
newspapers, maps, articles, ingredient labels and advertisements (Glasswell & Ford 2010).
These titles must be well organized and easily accessible to students. Our classroom library is
separated into signed sections, such as nonfiction, narrative chapter books, story picture books,
magazines and articles and poetry. These texts are stacked in labeled bins by student Accelerated
Reader level. Each book is also color coded and labeled by A.R. level and points. This ease of
access increases the independent reading time that student have each day. When students checkout
with the teacher, correct reading leveled texts are ensured. I also find it beneficial to require a short
summary or reading response sheet to be completed during reading and turned in with the book. This
helps students to recall the most relevant information and think about the text as they read
Walls that are covered in charts, diagrams and posters that include reading strategies, sentence
stems, and instructions for strategic plans, behaviors such as literacy group, independent reading and
writing expectations as well as examples of summaries, writing plans are to be seen. The might
include matrices, grading rubrics, genre writing examples, transition word lists, sentence frames and
starters and lists of independent work choices, that include word wall and writing activities as well as
editing tasks and symbols. An interactive word wall that highlights vocabulary and spelling lists form
the current week’s reading, as well as content area word walls are visible. I like to have math words
where I teach math and history words near a history display. It also helps to have science tools and
current experiments labeled.
Writing has a multitude of purposes, and with the new CCSS, there is a depth to them. Harris,
Graham, Friedlander and Laud (2013), recognize these elements of writing in increasing student
knowledge across content for a variety of purposes and audiences (Harris et al., 2013). The ideal
classroom presents writing as an ongoing process. The feeling of openness and acceptance towards
the working of the craft of writing should be present. A crate labeled ‘drafts’ and another, where
student final work is kept for portfolios is visible and accessible to students. Supplies, such as lined
paper, sharpened pencils, highlighters and markers are clearly labeled and organized in boxes, tubs,
bins or shelves as well. Portfolios are to have one exceptional piece from each of the required
traditional genres. With the new CCSS, it is important to include responses to literature, history writing
and science writing in the portfolio as well.

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Chapter Two:
Making Relevant Connections
Writing should have a purpose. When students are allowed to read and present, share, provide
reflections, responses and feedback to writing, they engage in the full literacy spectrum. Akdal and
Sahin, (2014) explain that an-depth understanding of what we read takes place when we are able to
compare it to something else that we have read (Akdal &Sahin, 2014). Regular writing celebrations,
author’s chair or staged events, such as debates and speeches from students dressed as characters
or historic figures can take place. These experiences build upon each other, enhancing student
experience with writing. When peers or parents are involved, there is a culminating effect of purpose
for student as they can directly see the audience for whom the writing was intended. Work can go into
a class scrapbook, bulletin board, class web site, newsletter or portfolios.
Ideas that are new make more sense when we see their importance. Similarly, the meanings of
concepts retain their depth when they appear in other aspects of our lives. According to Akdal and
Sahin, (2014) an inter-textual teaching, where two or more similar texts are read, while another,
response, critique, comparison or commentary takes place (Akdal &Sahin, 2014).
This approach involves carefully selectingtexts. Suggestions for texts include:
 variety of genres
 linked by theme or topic
 high student interest
 varied reading levels and content
Roles of Connections
(Akdal&Sahin, 2014)
text to text
research
purposes
life events
personal
situaitons

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Ensure that a wide range of connections are made, during discussions before during and after
reading. This table has several suggestions:
Connection Guiding Questions
Text to Self Connection
Life Events
Personal Situations
What feelings do I have about the reading? Why?
Is there a place in the book that is similar to
where I have been? Is there a character that
reminds me of someone I know? How are the
problems similar to ones in my own family or
school? Have I experienced something similar? If
you were the character, what would you do? How
might my classmates react to this? Did something
like this happen to me?
Text to World Connection Where have I seen or heard about this topic- on
the radio or TV? How does this affect people in
other places? How is this different from things
that happen in the real world? How does it relate
to current news around the world?
Text to Text Connection How does this remind me of in another book? Did
I read about this or something similar before? Is
there a similarity in the story or text elements,
such as setting, problem and main ideas? Does
the author have a similar message, position or
purpose to another text?
Research Purposes What information is the most relevant to my
position? What elements affect me the most in
the writing? How do the facts relate to my topic?
Adapted from Akdal, D., & Sahin, A. (2014). The Effects of Intertextual Reading Approach on the
Development of Creative Writing Skills.
Text World Text Self

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Connections through Themes
Themes are a way for students to explore new ideas.Through studying examples of a theme in
literature, students easily discover similarities between texts and identify relatable experiences to
characters. Stevens (1993) points out how it is easier for instructors to identify a theme and make a
unit focus based on that topic, making it more accessible for students as opposed to reading a variety
of books and being asked to identify the common theme (Stevens, 1993).
Making Connections through Themes
Select a universaltheme or character trait.
Utilize various texts, such as poems, picture books, narratives, articles
and biographies that demonstrate this theme or quality and teach the
examples.
Students discuss the reading to make connecitons between texts and real
world experiences.
Students integrate learning, express and share these connecitons by
writing to a prompt and giving examples.

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Ideal themes are broad, relate to students’ lives and have examples in literature across cultures
and content areas:
 Overcoming fears
 Building relationships
 Daring to dream
 Accepting others
 Appreciating cultural differences
 Preserving nature
Activities
 talking with family members about experiences that relate to the theme
 journal responses
 brainstorming
 finding key quotes
 connecting theme to content areas and other lessons
 cooperative learning discussions
 Answering guiding questions:
Theme Writing Prompts
 How do Jim Hawkins and Gulliver persevere in “Treasure Island” and “Gulliver’s Travels”?
 Pretend you are Gulliver. Write Jim Hawkins a letter to convince him that you had to
persevere more than he did. Explain using events from each book.
 Write a letter in a bottle to Robinson Crusoe. Give him encouragement by explaining how
he perseveres in the story. Tell him how a real person from history also persevered. Add
some suggestions that you use in your life to help him keep his spirits up.
 Would you rather have Jim or Gulliver as a friend? Explain using reasons from each book.
 Tell about a time in your life that you had to persevere that was similar to Gulliver’s or Jim’s
experiences. Explain how using examples.
Adapted from Stevens, A. D., & Northwest Regional Educational Lab., P. P. (1993). Learning for
Life through Universal Themes
What does
perseverance
mean to you?
Who has
persevered?
How did they
persevere?

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Chapter Three:
Writing about Literature
The Common Core State Standards move beyond the mere comprehension of literature and into
a deeper understanding of author craft and purpose as well as identifying common themes, problems
or perceiving a character’s point of view (CCSSO and NGA, 2010). Taking the steps to walk in the
shoes of an author or fictitious character can be both a challenging and riveting experience for
readers. After shared reading and discussing a fiction piece, elementary students are equipped with
the tools they need to delve deeper through writing. When students have choice in a reading
response, the outcomes can be extraordinary. According to Winebrenner (2001), creativity in student
product is increased when there are options to choose from (Winebrenner, 2001). Students are often
eager to share their writing with an interactive activity, such as tic tac toe, that adds an entertaining
dimension.
Fiction Writing Tic-Tac-Toe
Choose an activity!
Create a dialogue between 2
characters from different novels.
Rewrite a story you have read
by adding a different main
character.
Write an alternate ending to a
story you have read.
Pretend that you are a book
character’s parents. Offer the
person advice on solving the
central problem.
Your Choice!
Write a poem about feelings
from the point of view of a
character from a book.
Rewrite a classic children’s
story from the point of view of
the antagonist (bad guy).
Write a letter to the author of a
book. Give positive feedback
and polite suggestions about the
book and explaining your
reasoning.
Persuade a character to make a
different choice. Use examples
from the story for your
reasoning.
(Partially adapted from Winebrenner, Susan (2001).Teaching Gifted Kids in the Regular
Classroom)
The summary, when explained and modeled properly, should demonstrate an understanding of
the key story elements, which are character, setting, problem, solutions, events, climax, solution and
resolutions. Insightful responses would include an understanding of a lesson, moral or change that
the character experienced in solving the problem. Cooper (2006), emphasizes taking brief notes of
story elements as we read and looking over them before writing the summary (Cooper, 2006). When
executed during reading, a scaffolded summary assists students in recording information as they
read. From a map, students are able to take this information and fill out the completed summary in
their own words or using the sentence frames and scaffold provided.

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Summarizing Story/ Narrative and Fiction T exts
Use the chart below to scaffold a summary about the story.
Story: Author:
Characters/Setting (who/what /where/when?):
P Problem: E Event:
Event --Event:
E Event: --Event:
Climax (What is the main action towards the end?): S Solution (How is the problem solved?):
Resolution (What is the outcome of the climax and solution at the very end?):
Summarizing Story/ Narrative and Fiction T exts
T itle: Summary of __________________________________________
In ________________________________________by__________________________,
(Name of book) (Name of author)
__________________________learns ____________________________________________.
(Main character) (Lesson character learns or theme)
First,_______________________________________________________________________
(Setting-time/place and characters)
but,________________________________________________________________________.
(Problem/conflict)
Then,_______________________________________________________________________.
(Main Event)
After that,____________________________________________________________________.
(Main Event)
Later,_______________________________________________________________________.
(Main Event)
Eventually,___________________________________________________________________.
(Main Event)
Finally,______________________________________________________________________.
(Climax-largest event)
In the end,____________________________________________________________________.
(Solution and Resolution)

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Chapter 4:
Content Areas
Content area instruction is an opportunity to link knowledge with experience and opinions in
writing. According to Judy Britt (2014), content area learning is dependent upon multiple reading and
writing strategies gained from core instruction (Britt, 2014). Due to the high level of vocabulary, terms,
concepts and background knowledge required for meaningful understanding, nonfiction writing is the
most difficult reading our elementary students will be asked to comprehend. There is no doubt that
our school textbooks are challenging as well. Beyond this, are the requirements that the CCSS place
on writing expository and argumentative texts. Students are required to make use of facts, events and
other information by synthesizing into a research report, or using them as evidence to support an
original; argumentative, opinion or persuasive writing piece (CCSSO and NGA, 2010).
History and Social Studies
History provides unique opportunities to relive past events through the eyes of another group or
person. When historic events, places, vocabulary words, people and current events are combined,
students are able to create projects of depth. The large amount of reading, discussion, connections
and interaction with historic and social events or concepts are valuable in preparing students for
independent synthesis of information (Britt, 2014).
Boulware, Munroe and Wilcox (2013) explain that actively participating in learning and sharing
ideas about people enhances their experience in class. The 5L approach is a way of focusing student
interest on a historical figure. Because students choose topics and make use of peer interactions for
assignments, engaged composing of biographies takes place. An interesting depth to the steps is
students explaining a legacy (Boulware, Munroe and Wilcox. 2013).

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The 5L Approach to Historical Figures through Biographies
Listen Students listen to the teacherdo a read aloud or
presentation about people of historical or social
significance. The most relevant events of the
person’s life are identified. Students create a
graphic organizer, such as a timeline and a
drawing of the person and place the relevant
events in sequence.
Learn Students select one person of interest and begin
research.
Locate Students write relevant information from research
into biographies.
Link Students share biographies with peers, who make
suggestions. Revisions are made.
Legacy The student describes the person’s legacy and
compares that with the student’s possible legacy.
(Boulware, et al, 2013)
Additional Approaches to Social Studies
 Leveled history texts for struggling readers
 Central theme or focus
 Essential Questions
 Collaboration
 Meaningful writing activities
 Discussion
 Projects that utilize events and vocabulary
 Interactive timelines
 Student provided artifacts
 Poems
 Speeches from the point of view of historical figures
 Choice in writing output (narrative, letter, expository, persuasive)
(Britt & Howe, 2013)

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Science
Scientific vocabulary, concepts and theories arguably make this content area one of the most
difficult for reading and writing. One way that students can interact with the rich informational text
repeatedly is through close reading. This term refers to finding meaning by going back to the same
text with specific purposes. When systematically initiated, students are able to gradually break down
meaning from complex texts (McCarty, 2014).
Close Reading Science Steps
1. Pick short texts.
2. Point out the purpose (infer author craft, language, organization, text structure, support a
position)
3. Create questions that only depend on the text, such as synthesising, orinfering.
4. Text may be copied and lines numbereed for students to hightlight.
5. Teach students to annotate carefully by underlining key words, main ideas or phrases.
6. Purpose and strategy is shared. Students read and annotate, focused on one quesiton.
7. Students share answers and annotations with a partner. An organizer or chart may be used.
8. Based on discussion, teacher gives a more in depth questions for the same text. Students go
back to answer.
9. More discussion takes plkace after each questions. More informaiton is charted.
10.In the end, students work in groups independently in a work that ecpresses an understanding
of the overall text.
(Romance & Vitale, 2012
Tasks include:
 group posters
 opinion or argumentative paper with examples
 multimedia project
To support our English Language Learners, Romance
 journal writing
 concept map usage
 building background knowledge through experiments
 oral vocabulary use and exploration
 extended discussions
(Romance & Vitale, 2012)

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Close Reading Questions
 What seems most important to the writing? Why?
 What does the author mean by ______? What exact words make me think of this to this
meaning?
 Is the author trying to convince me of something? What? How do I know?
 The author wrote this book to tell us that __________________.
 After reading this book, I know that ________________.
 How is the ______________ like a/an____________?
 How are _____ and ______ different?
 What do scientists look for when _____________?
 Do you agree with the author that _________________?
 What effect might ______________ have on _____________?
(Romance & Vitale, 2012).
Cooper (2006) reminds us that readers must identify main ideas and details in expository texts
(Cooper, 2006). A scaffolded summary for expository texts guides students to the most important key
ideas and listing the most relevant facts to support that a position or response. Once students are
able to transfer the knowledge into the summary form, there is knowledge of the basic structure of
expository texts. Such a scaffold can easily be used to create a plan or outline for an original
expository text.

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Summarizing Expository /Informational Texts
Summarizing: Use the chart below to scaffold a summary about the text.
Expository Main Idea: (who/what is the text about?)
Key Idea: DDetails:
Key Idea: --Details:
Key Idea: DDetails:
Key Idea: DDetails:
Summarizing Expository /Informational Texts
Title: Summary of ___________________________________
_________________________________by____________________
(Name of book) (Name of author)
(Circle:explains/tells/describes/informs)______________________________________________________
_____________________________________.
(Main Idea of Topic)
Tobegin,______________________________________________________________________________
___. (Key Idea #1 with examples)
Also,_________________________________________________________________________________
________________.(Key Idea #2 with examples)
Another___________,___________________________________________
_________________________ . (Key Idea #3 with examples)
In addition,____________________________________________________
_______________ _______________________. (Key Idea #4 with examples)
Lastly,______________________________________________________
______________________________.(Key Idea #5 with examples)

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Although science may be very procedural, engaging the creative side of our learners can be
done through poetry. After teacher personification or narrative elements in language arts, the
following prompts are useful to use once the students have learned the content. This can be done
with most any content, such as planets, parts of an atom. What is more engaging is asking students
not to name the subject and allow others to guess what it is after sharing.
 Write a poem from the point of view of a storm. Use emotions and science vocabulary
words.
 Personify two elements, such as the wind and the rain. Create a dialogue or narrative about
their interactions.
 Choose a planet, mineral, life form or science vocabulary word to personify. Write a
descriptive poem from its point of view, without saying the name. Challenge your reader to
guess what you are.
 Create a short story book for a first grader explaining a life cycle, how a storm develops,
the food chain or cycle in science.

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Chapter Five:
Reading and Writing in Specials Areas
Specials areas teachers see a wide range of reading and writing abilities while teaching content.
Fortunately, through routine communication with homeroom teachers, connections between core
curriculum units from the regular classrooms may be transferred to specials. Concepts and topics,
such as geometry, history, science, and literary works are applicable to specials. Homeroom class
work and units of study may also be further explored or extended during specials time through
collaboration between teachers. When students receive multiple exposures to content, topics and
content throughout the day, both the output of writing quantity and quality increase (Smith &
Thompson, 2014).
Music
Activities
 oral language and writing
 class paragraph composition
 group discussions
 vocabulary use in writing and
speaking
 use of graphic organizers
 comparison questions and answers
 writing as a form of
o expression
o persuasion
o explanation
o statements with reasons
o evidential support
o historic relevance
o biography
Writing Topics
 musical knowledge
 theories
 styles
 eras
 musicians
 instruments
 connect with science curriculum
o sounds
o vibrations
 connect to social studies content
o composers from a time period
o social influences of music
o dances from musical styles
(Smith & Thompson, 2014).

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Technology, Library and Media Centers
Digital media is a wonderful format for allowing students to express themselves in writing. Web
sites offer multiple platforms where students can share book reviews, poems, reports and stories,
while interacting with other students around the world through writing. These unique opportunities to
respond to the writing of peers provide a creative and engaging atmosphere for students (Repman,
1988).
Digital Media
 typing work from writing class
 online publishing of student work
 blogs
 pen pals via e-mail
 sharing writing online
o peers in school
o peers around the world
o families
o tracking views
o inspiring each other
 add work to school or class website
 upload student writing to library website
 research projects that align with
homeroom content
 create digital anthology class books
Websites
 Upload book reviews at
kidsclubhouse.com.
 Respond to texts in blogs at
http://nationalgeographickids.com.
 Safely write blogs at
http://kidblog.org/home.
 http://www.rif.org/books-activities/poetry-
splatteris an interactive poem writing site.
 http://www.poetry4kids.com
 Create comics at
http://pbskids.org/arthur/games/comiccreato
r/comiccreator.php
 Create story books at
http://www.storyjumper.com.
(Repman, 1998).

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Art
Art can easily be transformed into an expression that relates to literature elements from the
homeroom content. Visualizing is not only a reading comprehension skill, but when it is combined
with details from reading; it is a powerful tool for conveying ideas in a profound and meaningful
manner, which can be communicated quickly. Art teachers are also able to build language skills by
allowing students to provide oral presentations and discussions on their works and their significance
when relating to texts. Adding writing, such as character quotes, poems or elements from stories
enhances the learning (Stevens, 1993; Daly, J., 2015).
Themed Instruction
 relationships
 feelings
 memories
 connections
 character conflict
 character traits
 character personality
Student Created Projects
 murals of a literary theme
 collages of events from a book with a type
of poem at the bottom
 silhouettes of character heads with writing
inside, such as quotes or thoughts
 bookmarks of internal and external
character features
 educational posters of reading strategies
 decorate personal journals
(Stevens, 1993; Daly, J., 2015).

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Chapter Six:
Struggling Readers and Writers
Many students struggle with reading and writing. There is no doubt that teachers will have a
variety of kids with strengths and challenges from an IEP to a reading intervention plan. It important to
keep in mind that with some scaffolding and adjustments, these students are capable of producing
writing that responds to the required task.Kids who see their accomplishments regularly and are
provided with several adaptations that meet their needs enjoy school more and produce better writing
(Allington, R. L. 2009).
According to a survey of successful special educators by Rankin-Erickson and Pressley (2001),
several adaptations assist these learners. A reduction in the amounts of independent seat work, and
an increase in the time spent in small group or one on one, provides more student opportunity for
growth in reading and writing. In addition, the amount of time spent reading orally should be at least
twenty one minutes. This allows for additional comprehension of text, which is critical for writing in
response to the reading. Reluctant writers who struggle with ideas also benefit from brainstorming
ideas, such as in a circle map or categorizing key information from a prompt or question about the
reading Special education also students benefit from extended journal writing time, where their
expressions are not judged. Their notebooks and work can easily become personalized with
decorations and drawings, which foster a sense of ownership (Erickson & Pressley, 2001).
Organizers give struggling students a center for focusing. An adjustment might be a tree map or
column organizers with teacher selected categories. These ideas help probe for examples, while
rereading the text for examples. A five sense graphic organizer is a useful tool when studying imagery
in poetry or narratives. Once students identify these elements form teacher selected mentor texts,
they have an easier time settling into their writing descriptions of their own. When sequencing and
narrative content prove difficult, a graphic organizer, such as a comic book template assists in
simplifying the process of story element placement by offering a chance to visualize the events in
drawings first. Writers who are intimidated can be prompted to describe each scene in one to three
sentences, which pushes for narration. The imagery created in the illustrations creates a simple
transition into writing (Erickson & Pressley, 2001).
Autistic readers and writers struggle with identifying and expressing written details and feelings.
Constable, Grossi, Moniz and Ryan (2013) noted that graphic organizers, along with teacher assisted
writing, and guiding questions send these students towards success. A focus on social narratives, the
use of visuals and welcoming writing assignments, such as a comic strip with character dialogue are
less intimating for the autistic student (Constable et al, 2013).

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Ideal Lesson Characteristics
 high quality
 small, flexible groups or 1 on 1
 include student needs and interests
 extended time
 specific guiding questions
 visuals
 less independent work time
 scaffolded instruction
 low risk, open ended questions
 explicit modeling
 small chunks of mentor or touchstone
text examples
 brief lessons
 homogenous, cooperative learning with
compatible teammates and suitable
jobs, such as proofreader, scribe,
editor, researcher and reporter
 peer editing
 one minute summaries
 quick writes
 brainstorming
Adaptations
 variety of leveled texts: 1/3 of class library
titles for struggling readers
 audio version of books
 scaffolding to organize thinking
 graphic organizers
 preferential seating or space
 semantic maps
 word webs
 extra time to talk about what they read
 editing and revising checklists
 short, attainable goals and assignments
 adapted spelling lists based on need
 extra encouragement and rewards
 assign writing prompts
 provide story endings or beginnings
 providing pictures
 offer a quiet environment
 special writing paper
 comic strips
 comic book templates
 personal journals
(Allington, 2009; 2006, April/May; Fisher & Frey, 2012; Crawly, 2009; Bursuck. & Damer 2011;
Access Center. 2008; The Busy Teacher’s Café; Constable et al, 2013; Erickson & Pressley, 2001)

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Chapter Seven:
English Language Learners
English Language learners are part of a rapidly growing student population of diverse
backgrounds, cultures, ethnicities, and religions. These students benefit from repeated exposures
and opportunities to speak, read and write in the target language (Garcia, S., Tyler, B. 2010;
Klingner, J., Artiles, A., & Barletta, L. 2006). Teachers should take all of these factors into account
when addressing the reading and writing needs of ELLs.Because comprehension in such a
cornerstone in writing about what we read, many adaptations for ELLs include comprehension
strategies. The Common Core State Standards increase the expectations for all students and
English Language Learners are not exempt from them. Hakuta and Santos (2013) contend that this
raising of the educational bar benefits all students. ELLs have much to gain from the immersion in
rich texts and writing with a specific purpose, structure, pattern and audience (Hakuta & Santos
2013).
Writing is an area that requires constant practice, repetition and reinforcement for ELLs. Many of
whom, may find school difficult, alienating and frustrating. Following the findings of Castro (2015),
writing fluency for language learners takes place after long periods of practice and teachers should
practice patience and understanding. For instance, in order to avoid frustration in these young
writers, we can steer clear of fixing every grammatical error. As long as the general meaning is
conveyed in writing, instructors may take side notes on areas of need for later lesson focus. It is not
always necessary to correct each piece of writing (Castro, 2015). When students see that writing is
a way of communicating ideas successfully, rather than a constant area in need of correcting, a
positive relationship with the craft may be built. Suggestions by August, McCardle, Shanahan, and
Burns (2014) include using structured writing models, such as sentence frames, guiding vocabulary
and lists of transitions. Exceptional writing models may be creating with the class and posted as
references (August et al., 2014).
Another way to build confidence in ELLs and reduce the intensity of the writing and reading
processes is to allow for collaboration. August et al. (2014) suggest that this may take the form of a
duo with a similar interest in a research topic, the same home language or a slightly higher proficient
writer and an ELL with whom there is a camaraderie (August et al., 2014). A pair of compatible
readers that think -pair-share together receive much needed repetition and oral practice in the target
language. Buddy reading works in a similar fashion with two readers who have the same interests in
books, cultural backgrounds and can assist each other with reading strategies (Castro, 2015). A
friendly, slightly higher reader is more than happy to sit and help a friend take turns reading a book.

5
Ideal Lesson Characteristics
 acknowledge cultural backgrounds and
interests
 make connections
 teach comprehension strategies
explicitly
 coordinate learning with small groups or
pairs
 regular vocabulary development
 model visually
 repetition of words
 regular feedback
 allow time for questions
 shorter examples
 reinforcement of language
Adaptations
 extra time for discussion
 imagery: pictures, videos
 audio books and listening stations
 daily oral language use
 encourage mastery of home language
 include games and physical activities
 multiple opportunities to speak about a
topic along with key vocabulary
 sentence stems
 use synonyms
 share experiences
 more practice
 shorter homework
 extended work time
 plays
 acting out vocabulary
(Garcia & Tyler, 2010; Klingner, J., et al., 2006; Hill & Flynn, 2004; August et al., 2014).)

6
Chapter Eight:
Enhancementfor Gifted or Advanced Students
Students who show high ability or interest in reading and writing benefit from challenging work or
independent projects. Winebrenner (2001) defines these students as having an intense interest in a
subject, functioning on multiple tasks or processes at once, and understanding some new and
complex concepts quickly. Often times, these students have a specific interest and will work
independently after some rules are set and they choose the activity (Winebrenner, 2001).
Engagement for these kids can be a simple matter of allowing the perfect combination of choice and
challenge. Critical thinking skills are enhanced through the CCCSS and a number of teaching
strategies and activities (CCSSO and NGA, 2010). Following a study by Duesbery and Justice
(2015), critical thinking increased with the following activities:
 generalizing concepts
 interpreting reading from different points of view
 use of advanced vocabulary
 collecting and communicating information
(Duesbery& Justice, 2015).
Sometimes a guided argument that is factual and focused can prove productive. Washburn and
Cavagnetto (2013) describe a successful, engaging, systematic process of evidential gathering,
comparing and composing. PONG is an inquiry based approach to learning makes use of strategies
such as questioning, investigating, designing plans, making predictions and hypothesis, generating
claims, understanding outcome, tracking what sources tell us, and reflecting on how initial ideas
transform. This cycle of learning is especially useful in fact-based inquiry, such as science, but it can
be adapted to other areas (Washburn & Cavagnetto , 2013).

7
P
problem identification
 model experiment
 ask questions
 pose problem
 What might happen if…?
 Why did …?
 What works best when…?
O
Observe
 investigate facts
 track what sources tell us
 reciprocal teaching
 research
 create diagrams
 take notes
 science journals
 triple entry diary
 graphic organizers
N
negotiating ideas
 make predictions
 generate claims
 share and critique claims
 revise claims
 manage ideas
 reflecting on how initial ideas transform
 check each other’s ideas
 choose expert resources
 jigsaw
 think, pair, share
 poster summaries
 WKL charts
G
goal of argument
 construct arguments
 design plans
 understand outcome
 present findings
 persuade
 inform
 public speaking
 peer review
 rubrics
 checklists
(Based off of PONG strategy by Washburn, E., &Cavagnetto, A. (2013). Using Argument as a
Tool for Integrating Science and Literacy)

8
Chapter Nine:
Extending with Projects and Homework
Writing homework is not always a task that students look forward to. However, Curtis (2013)
reminds us that when the work is relevant to the students’ lives and has a clear purpose, such as
presenting ideas to the class, or fulfilling a part of a team project, students have more interest in the
writing. Similarly, when there are new experiences that connect with learning, there comes an
inspiration for writing. This is especially true of students who miss many days of school due to an out
of town trip. Offering these children a chance to share their experiences from outside of the
classroom by presenting writing to the class, creates a meaningful cause to write (Curtis, 2013).
Experiences
 field trips
 family outings
 traveling
 vacations
 museum visits
 special occasions
 holidays
 cultural events
Homework Assignments to Share in Class
 personal narratives
 descriptions of places
 listing interesting facts
 finding historic information
 personal commentaries
 reflections and feelings
 journal writing
 collecting brochures, maps, or menus
(Curtis, 2013)
Projects that can be written in class, at home, as groups or individually, are another format for sharing
ideas through writing. Levin (2001) indicates that issuing responsibilities, tasks and jobs within the
project work enforces a recollection of concepts and skills from a unit of study. Class newspapers,
magazines and compilations allow for a variety of production roles. Often, culminating projects that
are introduced at the start of a unit, allow kids to see the outcome of learning, as they begin to
visualize, research and compile a synthesis of knowledge (Levin, M., 2001).
Project Jobs for Groups
Marketing Team
Production Team
Layout Designer
Editor
Graphic Artist
Business Manager
Marketing Team
Web Master
Web Page Designer
Scribe
Researcher
Copywriter
Distribution Manager
Photographer
(Levin, M., 2001)

9
Projects
 Student newspaper
articles of historical
events
 Class newsletter with
student work
 Historic, geographic or
scientific brochures
 Kid’s book of narrative
text quotes and reactions
 Letters to someone from
history or a story
 Greeting cards to
characters or people from
history
 Cook books from
research about a cultures
or times
 How to books based off
of science topics, events
or research
 Trail guides about
regions of geographic
study
 Who’s who collection of
biographies from history
 City/town guides of
places visited on a trip
 Literary magazine
 Poetry anthology
 Kids’ book of children’s
book reviews
 Class theme books, such
as poems from
characters’ point of view,
animal research, planets,
etc.
(Levin, M., 2001)

10
Conclusion
Writing and reading will always be intricately connected. The Common Core State Standards do
not deviate from this fact, but they do shed some light onto a path towards a more complete approach
to teaching reading and writing together. What we read and write must intimately connect to what we
know and our understandings of the world around us. Both school and homework should be relevant
and meaningful for students. Conversations should be created daily; in home and school, about what
we read, from the main idea of a single, complex nonfiction paragraph to what a poet meant by a
gentle metaphor in the last line of her poem. Teachers must adjust their thinking along with students
in order to adapt and move along the stream of learning across all content areas and specials
classes. Administrators, librarians, parents, interventionists, music teachers, classroom teachers and
literacy coordinators alike should be acutely aware of this precise link that exists between reading and
writing and harness their skills of identifying these connections with themselves and students. All
learners; high, low, white, black and every color and culture in between, need to be fitted with steel
suits of strategies, skills, and confidence for this battle with the CCSS.
This reference guide can be utilized in a number of ways to include staff development, and peer
coaching and modeling. It is a useful tool for the fledgling teacher who is hungry for new strategies or
a deeper understanding of what it means to respond to reading through writing. Experienced teachers
who might fumble through the new CCSS would find the book useful as a clear, simple and concise
representation of a complex set of expectations. There may be a handful of new research based
methods for connecting reading and writing for the master teacher as well. It will be shared digitally in
our school’s shared drive and made available to all current and future staff members. Perhaps it can
become a living document that is added to over time.

11
Appendices and Reproducibles
Successful history units in my class end with a project just before the test. The following project
samples instructions, rubrics and vocabulary practices are easily adaptable to any period or historic
topic.
Colorado History Research Project
Research essays provide specific information and inform the audience about a topic. Write a five paragraph
research essay about a topic in Colorado History of your choice. You must have sources (places you find
information) where you find facts about your key ideas.
1. Select a topic from the first
column below.
2. Select 3 of the key ideas that go
with your topic from the second
and third columns.
Include the following:
 introduction paragraph
 3 key idea paragraphs
with specific details from research
about your topic (not what you already know)
 conclusion paragraph
Select ONE of the following as a topic for
your research project:
Select Thereof the following as key ideas to go with
your topic of research:
Native American Tribes of Colorado
Plains Tribes
Prehistoric Native Americans of Colorado
Problems in Territorial Colorado
Key People of Colorado History
Fur traders and trappers
Early American Colorado Explorers
Zebulon Montgomery
Pike
Baby Doe Tabor
Mesa Verde
crops
fur trade routes
Sand Creek Massacre
Meeker Massacre
Leadville
Agriculture and crops
Arapahoe
Archaic Indians
Bent’s Fort
The Bent Brothers
Cherry Creek
Cheyenne
Chief Ouray
Cliff Dwellers
disputes
Fifty-niners
Fort Vasquez

12
Spanish Explorers of Colorado
Spanish-American Settlers
Westward Movement
Early Farmers/Ranchers
Mining Towns
Mining
Colorado’s First Towns along the Front
Range
Colorado Attaining Statehood (becoming a
state)
Fifty-niners
Native American Treaties
“Pikes Peak or Bust”
Pike’s Peak Gold Rush
customs
arts/crafts
clothing
food
Types of shelters
tools
transportation
Silverton
Oregon Trail
Santa Fe Trail
Pueblo as Early
Settlement
Colorado Springs
Denver
Fort Collins
Aurora
Horace Tabor
Bent’s Fort
Robert La Salle
William Bent
Charles Bent
Nathan Meeker
William Gilpin
John Gunnison
Sacajawea
John Freemont
Centennial State
Chief Black Kettle
Jim Beckwourth
Mountain Men
caches
travois
sluice box
ore
ore cart
buffalo
prospector(s)
Forty-niners
Fremont People
Fur trapping/
Ghost Towns
Gold Rush of 1849
Horace Tabor
irrigation
John Evans
Juan de Archuleta
Kit Carson
Long’s Peak
Louisiana Purchase
missionaries
missions
Molly Brown
Mountain Men
Native American
Treaties
Paleo Indians
panning for gold
Pike’s Peak Gold
Rush
Platte River
Pueblo Farmers
railroads
rendezvous
reservations
settlement(s)
Spanish horses
Steven Long
strip mining
The Gila Trail
The Homestead Act
trading
treaties
Utes
Water rights
wickiups
yucca
Zebulon Pike

13
“The Fur Trade” Vocabulary Strips
Fill in the chart for each word.
Word Drawing Definition Sentence
trading post
pelt
barter
rendezvous

14
Descriptive Writing in Historic Context Rubric
Directions
Think about the time, people and historical events we are studying. Use the vocabulary to write a piece with
meaningful historical examples.
Pick one of the following formats:
1. Write a letter-Pretend you are a person in the time we are studying and write a letter to a friend or family
member. This may also be done as a time capsule to the future.
Or
2. Write an expository paragraph-Use 3 key ideas with examples from history.
Or
3. Fiction Narrative-Write a short story about a situation where a problem is solved with characters who might
have existed in the time and place we are studying.
1 2 3
Vocabulary Words Student uses one
vocabulary word.
Student uses
two vocabulary
words.
Student uses
three to four
vocabulary words.
Examples Student gives
one meaningful
example for one
vocabulary word.
Student gives a
meaningful
example for two
vocabulary words.
Student gives a
meaningful
example for three
to four vocabulary
words.
Historical Meaning Student shows
understanding of
conditions in
historical period
with one example.
Student shows
understanding of
conditions in
historical period
with two examples.
Student shows
understanding of
conditions in
historical period
with three or more
examples.
Conventions Five or more errors
in C.O.P.S.
Three to four errors
in C.O.P.S.
No errors or less
than three
errors in
C.O.P.S.
Format
Letter:date,salutation,body
Descriptive Paragraph:
Opening, body, closing
Fiction Story:
Problem, solution, events
Student includes
half or less
of format
requirements
.
Student includes
some of the
format
requirements
.
Student includes
all of format
requirements
.

15
Early American Presidents and Reformers Project
Pretend that you are an early president or reformer living during their time. Write a persuasive speech
from that person’s point of view (from the way that person sees things). Persuade the American people to agree
to:
-vote for you
Or
-follow your position on reform
Include the following in one paragraph:
-introduction/position topic sentence
-3-4 main reasons for your position
-2-4 examples/explanations for each reason
-conclusion sentence
Select ONE of the following early Presidents ORreformers for your project:
Early Presidents Reformers
John Adams
Thomas Jefferson
James Madison
James Munroe
Andrew Jackson
Dorthea Dix
Horace Mann
William Lloyd Garrison
Elizabeth Cady Stanton
Susan B. Anthony
Lucretia Mott
Sojourner Truth
Fredrick Douglass
Use 3-5 of the terms below from our History Word Wall.
Cabinet
Inauguration
Reform
Right(s)
Equal rights
Women’s rights
Underground Railroad
Bloomers
School districts
Vote
Equal
Fairness
Election
Presidency
Federalist(s)
Democrat(s)
Mentally ill
Conditions
Treatment
Asylum
Mentally ill
Slavery
Slave
Anti-slavery movement
Abolish
Unalienable rights
Declaration of Sentiments
Seneca Falls Convention
Administration
Embargo
Tribute
Louisiana Purchase
War of 1812
Dispute
Women’s suffrage
“The North Star”

16
Early American Presidents and Reformers Project
Grading Rubric
5 4 3 2
Vocabulary
Usage and
Sentences
You have all 6
Word Wall words
with strong
sentences and
correct examples,
evidence or details
You have 4-5
Word Wall
words and/or
clear and correct
details, reasons,
or facts
You have 2-3 Word
Wall words and/or
unclear or partially
correct details,
reasons, or facts
You have 0-1
Word Wall words
and/or sentences
are unclear with
incorrect
information. May
have fragments,
or run-ons
Strong topic
paragraph that
addresses the
prompt and is
interesting
Topic paragraph
includes key words
from the prompt
Student uses a
topic sentence, not
a paragraph
Student does not
attempt a topic
sentence
Errors interfere
with reading
Strong
supporting
sentences with
examples,
evidence or
details
Clear details, reasons,
or facts
Unclear details,
reasons, or facts
Supporting sentences
are unclear,
fragments, or run-ons
Your book was
not neat and looks
as though little
effort was put into
it.
Strong,
interesting
concluding
paragraph
Conclusion restates
the topic
Conclusion is a
sentences, not a
paragraph
No conclusion You created
drawings for 1 or
less groups, more
areas crossedout
or scribbled.
Very few
errors in
capitals, usage,
punctuation,
and spelling
Some errors in
capitals, usage,
punctuation, and
spelling
Several errors in
capitals, usage,
punctuation, and
spelling
Errors interfere with
reading
You did not use
class time to work
on project
3 points
Correct posture
3 points
Appropriate voice level
3 points
Usingmaterials
appropriately(not
readingdirectly
fromproject)
3 points
Eye contact withthe
audience
3 points
Speedof your
speaking(didyou
rush?Were there a
lotof “ums”)

17
Historic Native Americans of Colorado Tipi Project-Final Grade
Directions-You will create poetry on a cone of the ways that Historic Native
Americans lived. You may use notes, books and any information from our studies.
Use at least 10 of the vocabulary words from the History Word Wall list below.
 Use your notes, exit tickets and the glossary in our textbook.
 You must write at least 2 sentences about each group with vocabulary.
 You must underline your vocabulary words.
 You must write the year that each group came to Colorado. Use the
timeline on p. 38-39
 You must draw at least 3 colorful pictures for each group.
 You must show a different group of people on each part of the cone:
o The Cheyenne
o The Ute
o The Arapahoe
The format for your book:
poetry with 3 illustrations
Select at least 6 of the following vocabulary words for our History Word Wall.
Historic
Wikiups
Tradition
Legend
The horse
Traders
Tribe
Bear Dance
Buffalo
Tipis
Mountains Region
Eastern Plains Region

18
CINQUAIN INSTRUCTIONS
Line 1: a person, place,or thing (noun)
Line 2: two words that tell about the noun
Line 3: three ≠ing words that show action about the noun
Line 4: one four-word phrase or sentence about the noun
Line 5: the noun again (or a word that means the same thing)
Example:
Blizzard
White world
Snowing, blowing, freezing
Lost in empty space
Blizzard
Try writing your own cinquains below and on the next page.
The Cheyenne
__________________ ___________________
______________, _______________, _____________
___________________________________
______________________
The Utes
__________________ ___________________
______________, _______________, _____________
___________________________________
______________________
The Arapahoe
__________________ ___________________
______________, _______________, _____________
___________________________________
______________________

19
My Writing Portfolio
Name: School Year:
Fiction Summary Narrative Summary Persuasive Descriptive
Research Report Biography Personal Narrative Fiction Narrative
Response to
Literature
Science Writing History Writing Poetry

20
Vocabulary Strips
Fill in the chart for each word.
Word Drawing Definition Sentence

21
Connector
Your job is to make connections between your story and the real world. What does the
story make you think about?
Types of connections:text-to-self,text-to-text, text-to-world
Event:
What it made you think about: What kind of
connection is it?
Locate 1-2 parts from the text where you made a connection while reading. Explain your connections
in the right column.
Part of Text Your Text to Self Connection
In the story… It makes me think of_________________________________
___________________________because_______________
Part of Text Your Text to Text Connection
In the story… It reminded me of_________________________________
because____________________________________
Part of Text Your Text to World Connection
In the story… I felt_______________________________
Because__________________________________________.

22
Character Book Mark
Draw the character’s external features.
Or draw the character’s external conflict.
Describe them below:
Draw representations of the character’s internal
features. Or draw the character’s internal conflicts.
Describe them below:

33
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